Adopted by the World Conference on Special Needs
Education:
Access and Quality Salamanca, Spain, 7-10 June 1994

More than 300 participants representing
92 governments and 25 international organizations met in Salamanca,
Spain in June 1994 to further the aim of Education for All by
considering what basic policy changes are needed to promote inclusive
education, so that schools can serve all children, particularly
those with special educational needs.

Organized by the Government of Spain and
UNESCO, the Conference adopted the Salamanca Statement on Principles,
Policy and Practice in Special Needs Education and a Framework
for Action.

These two documents are important tools
for efforts to make sure schools work better and to fulfill the
principle of Education for All. They are printed in a single
publication published by UNESCO. Get hold of a copy from the
UNESCO office in your country or from the address at the bottom
of this page. When you are familiar with its contents, use the
two documents to lobby your government for improvements in the
education of disabled children and for inclusive education policies.

The Salamanca Statement says that:

every child has a basic right to education

every child has unique characteristics,
interests, abilities and learning needs

education services should take into account
these diverse characteristics and needs

those with special educational needs must
have access to regular schools

regular schools with an inclusive ethos
are the most effective way to combat discriminatory attitudes,
create welcoming and inclusive communities and achieve education
for all

such schools provide effective education
to the majority of children, improve efficiency and cost- effectiveness.

The Salamanca Statement asks governments
to:

give the highest priority to making education
systems inclusive

adopt the principle of inclusive education
as a matter of law or policy

develop demonstration projects

encourage exchanges with countries which
have experience of inclusion

set up ways to plan, monitor and evaluate
educational provision for children and adults

encourage and make easy the participation
of parents and organizations of disabled people

invest in early identification and intervention
strategies

invest in the vocational aspects of inclusive
education

make sure there are adequate teacher education
programs

The Framework for Action outlines new thinking
on special needs education and guidelines for action at national,
regional and international levels. Among the guidelines for national
action are: